Make A Rainbow: Strand Topic Primary SOL 5.3

Science Enhanced Scope and Sequence – Grade 5
Make a Rainbow
Strand Force, Motion, and Energy
Topic Investigating light
Primary SOL 5.3 The student will investigate and understand basic characteristics of
visible light and how it behaves. Key concepts include
b) the visible spectrum;
e) refraction of light through water and prisms.
Related SOL 5.1 The student will demonstrate an understanding of scientific reasoning,
logic, and the nature of science by planning and conducting investigations
in which
g) data are collected, recorded, analyzed, and communicated using
proper graphical representations and metric measurements.
Background Information
Visible light is made up of different wavelengths, and each color has its own unique
wavelength. As light hits an object, some light is absorbed and some is reflected. The color of an
object is the color of the light it reflects. Grass looks green because when light hits it, the blades
of grass absorb all the colors of the light except green, which it reflects. Objects that appear
white reflect all colors of light waves, while black objects absorb all colors of light waves.
A rainbow is an example of both refraction and reflection. Sunlight is first refracted when it
enters the surface of a spherical raindrop. It is then reflected off the back of the raindrop, and
once again refracted as it leaves the raindrop.
The sun is always behind you when you face a rainbow, and the center of the circular arc of the
rainbow is in the direction opposite to that of the sun. The rain is in the direction of the
rainbow.
A rainbow is made by light bouncing back to you from the inside of raindrops. The raindrops act
like a prism. The colors can also be separated when a bright white light is shone through a
prism at an angle. Ordinary light, like that from a light bulb or from the sun, is called white light.
White light is actually a mixture of six colors.
Light bends when it passes through water. Each color bends a different amount. Short
wavelengths, such as blue and violet, are bent more than longer wavelengths, like red, so the
colors always separate and appear in the same order or sequence. When white light enters a
raindrop, the colors get separated. The white light splits into six colors that you can see. These
six colors always appear in the same order: red, orange, yellow, green, blue, and violet (purple).
These six colors make the visible light spectrum (“ROY G. BV”). (Most scientists no longer
include the color indigo, which used to be included between blue and violet.)
The three primary colors of light are red, green, and blue (R. G. B.: “Roy G. Bv’s” initials), which
are different from the three primary colors of pigment — magenta (red), yellow, cyan (blue).
Light of any color can be made from these three primary light colors, and combining all three
primary colors of light produces white light. When colored filters are used, only certain
wavelengths pass through, and the others are absorbed. For example, when a red filter is used
Virginia Department of Education © 2012 1


over a light, only red light passes through, and objects appear to be either shades of red or
black.
Materials
 A glass of water (about three quarters full)
 White paper
 A sunny day or an overhead projector
 Assorted prisms
 Copies of “Rainbow” worksheet
 Watercolors
 Paintbrushes
 Copies of “Refraction” Worksheet
Vocabulary
rainbow, visible spectrum, white light, reflection, refraction, electromagnetic spectrum
Student/Teacher Actions (what students and teachers should be doing to

facilitate learning)
Introduction
1. Ask the students what they know about rainbows. After students respond, explain that
“Rainbows appear when the sun is shining and it's raining at the same time. That doesn't
happen very often. But you don't have to wait to see rainbows—you can make them
yourself.”
2. Model the following experiment:
a. Take the glass of water and paper to a part of the room with sunlight, or if it is
not a sunny day, use an overhead projector or bright light. (Note: If the windows
have UV film on them, this experiment will need to be conducted with an
overhead projector or other bright light.)
b. Hold the glass of water (being careful not to spill it) above the paper and watch.
As sunlight passes through the glass of water, it refracts (bends) and forms a
rainbow of colors on your sheet of paper.
c. Try holding the glass of water at different heights and angles to see if it has a
different effect. Ask the students to explain what they think is happening.
(Rainbows form in the sky when sunlight refracts (bends) as it passes through
raindrops. It acts in the same way when it passes through your glass of water.
The sunlight refracts, separating it into the colors red, orange, yellow, green,
blue, and violet.)
3. Ask students to brainstorm other situations you might find a rainbow other than when it
is raining. (e.g., waterfall, sprinkler, or water fountain)
Procedure
1. Have students complete the same activity the teacher has just modeled in small groups
of two or three and complete the Rainbow Activity Worksheet independently. Students
will also need to use the watercolors and paintbrushes to complete this activity.
2. When students have completed the Rainbow Activity Worksheet, distribute copies of
the Refraction Activity Worksheet.


3. Allow students to experiment with the effect of prisms on light as they try different
ways to cause the light to bend and make rainbows.
4. Instruct students to draw at least three discoveries on their worksheet. Have them write
at least three sentences beside each drawing explaining what they discovered about
how light is bent. Students will complete the Refraction Activity Worksheet
independently.
Conclusion
1. When both activities are completed, have students find a partner with whom to go over
their answers. If students have different answers, allow them to add the other students’
observations to their worksheets.
Assessment
 Questions
o What observations did you make when creating a rainbow using a glass and
water?
o What observations did you make when creating rainbows using a prism?
o How is light bent?
o What is refraction?
 Journal/writing prompts
o Have the students write two to three paragraphs about what they have learned
about light from making rainbows.
o Have the students create a graphic organizer that displays what they know about
light and color.
 Other
o Use the completed worksheets to assess student understanding.
Extensions and Connections (for all students)

 Give each student an 8‐inch circle made from white poster board, and have students use
rulers to mark several pie‐shaped sections on them. The sections do not have to be equal
in size. Then have each student color the sections differently so their circle is not like
anyone else’s. Next, have the students predict whether their “color wheels” will appear
(reflect) white or black when spun around at high speed. After they have written their
predictions, tape each wheel to the end of one beater of a hand mixer, and spin the
wheel. Have the students compare the colors they see with their predictions and explain
the results.
 Have students use fine‐tipped markers in red, yellow, and blue to make a pointillist
painting — i.e., they may use only small dots of these colors to create their picture, but
they may apply different colors over the top of each other (e.g., make green by applying
yellow and blue dots on top of each other).
 Have students use a magnifying glass to look closely at a television picture to see the lines
of very small red, green, and blue dots.
 Set up a hose with a spray nozzle outside and put a fine mist of water in the air to create a
rainbow for students to identify the colors in the rainbow.


Strategies for Differentiation

 For students needing an additional challenge, have them explain why the sunset is
orange and red and the water is blue using the principles of refraction. What properties
of visual light make that possible?
 Create a drawing of ROY G BV. He will have red hair, an orange head, a yellow neck,
green arms, blue shirt, violet pants, and small white shoes. Try to exaggerate big at the
top, small at the bottom.
 Have students use spray bottles to produce a mist of water outside at different times
during a sunny day and record their observations.
 Challenge the students to capture a rainbow on film by producing a rainbow at home or
observing one in the sky.



Rainbow Activity Worksheet

Name: Date:

Write at least three sentences explaining why rainbows happen. You must include
a list of the colors of the rainbow in the order they appear from top to bottom.

Look at the refraction of the water through the glass, and draw the colors you
see.
How is this similar to a rainbow?

Using only red, yellow, and blue watercolors, paint a rainbow below with the
correct colors in the correct order.



Refraction Activity Worksheet

Name: Date:
Experiment using various prisms to bend a strong light. Draw in detail and
explain beside each drawing three discoveries you made when using the
prisms.


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Science Enhanced Scope and Sequence – Grade 5

Student/Teacher Actions (what students and teachers should be doing to

Extensions and Connections (for all students)

Strategies for Differentiation

Rainbow Activity Worksheet

Refraction Activity Worksheet

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